Journal of Continuing Higher Education最新文献

{"title":"Self-Perceived Employability and Subjective Career Success: Graduates of a Workforce Education and Development Program","authors":"Yuanlu Niu, Yvonne O. Hunter-Johnson, Xu Xu, Ting Liu","doi":"10.1080/07377363.2019.1660843","DOIUrl":"https://doi.org/10.1080/07377363.2019.1660843","url":null,"abstract":"Abstract The purpose of this study is to investigate the perception of employability and success among workforce education and development (WED) graduates. A quantitative study was conducted through the administration of an online survey to graduates (N = 85) of a WED program located within a midwestern, state university. The survey included demographic questions and a Likert-scale questionnaire consisting of 14 items from Rothwell and Arnold’s self-perceived individual employability scales (2007). A principal components analysis was conducted to explore and confirm the related measures. Ordinary least squares regression was used to evaluate the relationship between the graduates’ perceptions of their employability and career success and other demographic variables. The results of this study may be useful to public administrators, higher education institutions, WED faculty, human resource development professionals, students, and researchers.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"67 1","pages":"55 - 71"},"PeriodicalIF":1.2,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2019.1660843","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47358095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Notes and Trends","authors":"Mary s. Bonhomme","doi":"10.1080/07377363.2019.1629811","DOIUrl":"https://doi.org/10.1080/07377363.2019.1629811","url":null,"abstract":"The Sand Palace, a home in Mexico Beach, Florida, survived the destruction of Hurricane Michael almost unscathed. It was built to exceed the building codes required in the Panhandle, which are less stringent than those for buildings on the Atlantic side of the state. Given the severity of the hurricanes, such results may have states rethinking their building codes. The New York Times, October 14, 2018 (https://www. nytimes.com/2018/10/14/us/hurricane-michael-floridamexico-beach-house.html)","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"67 1","pages":"52 - 54"},"PeriodicalIF":1.2,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2019.1629811","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48784546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Leadership Development for Academic Chairs: Programs for Promoting Competence in Higher Education","authors":"M. Wisniewski","doi":"10.1080/07377363.2019.1642718","DOIUrl":"https://doi.org/10.1080/07377363.2019.1642718","url":null,"abstract":"The role of the academic department chair is arguably one of the most challenging in institutions of higher education, yet for the most part these academic leaders receive little training for the v...","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"67 1","pages":"48 - 51"},"PeriodicalIF":1.2,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2019.1642718","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44942875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Applying Andragogy to an Outdoor Science Education Event","authors":"L. Remenick, L. Goralnik","doi":"10.1080/07377363.2019.1629804","DOIUrl":"https://doi.org/10.1080/07377363.2019.1629804","url":null,"abstract":"Abstract Andragogy provides a framework for how adults learn, and contemporary researchers have explored its validity and usefulness in varied contexts. This article joins the discussion by examining andragogy in an as-yet-unstudied setting—an outdoor science education event (HJA Day). In this mixed-methods study, we examine how andragogy applies to HJA Day at the H.J. Andrews Experimental Forest in the Oregon Cascades. HJA Day reflects many aspects of andragogy, with some inconsistencies. For example, many participants preferred learning sessions applicable to their work or personal interests, reflecting the assumption that adults prefer learning content with strong personal relevance. However, some participants attended sessions to be with their friends or to experience a specific learning style, demonstrating a diversion from the andragogical model. Overall, our results affirm the relevance of andragogy for adult field-based science outreach and offer context-specific suggestions for the use of andragogy in outdoor science education.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"67 1","pages":"24 - 36"},"PeriodicalIF":1.2,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2019.1629804","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42940584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Persistence of Adult Students","authors":"Walter Pearson","doi":"10.1080/07377363.2019.1627166","DOIUrl":"https://doi.org/10.1080/07377363.2019.1627166","url":null,"abstract":"Abstract What makes one adult student persistent? What makes another student bound for failure? In this article, we will explore the literature available since 2000 on the subject of adult student persistence. This study is in several sections. One deals with the factors that students bring with them into college, i.e., the background or internal factors. The second deals with the factors that affect them while in college, the external factors. Financial aid comprises the third section. The fourth section deals with interventions that support persistence that colleges can implement. Our final section deals with the critical role of encouragement and support.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"67 1","pages":"13 - 23"},"PeriodicalIF":1.2,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2019.1627166","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41476878","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Partnering Programs to Eliminate Obstacles to Success","authors":"Therese M. Madden, Susan Monahan","doi":"10.1080/07377363.2019.1627169","DOIUrl":"https://doi.org/10.1080/07377363.2019.1627169","url":null,"abstract":"Keep it simple. Focus on the students. Those may be the most important takeaways from the experience of partnering our two educational institutions for the past eight years to ensure that students consistently and happily graduate with bachelor’s degrees. Adult students over the age of 25 juggle many priorities and have responsibilities that can push degree completion to a back burner. The approach that grounds this partnership and supports bachelor’s completion has been to simplify the process for these students through an accessible schedule, a minimization of bureaucratic hurdles, and a focus on academics. Knowing that we share a commitment to each individual student has led to trusting one another through our partnership. The result has been increasing numbers of satisfied graduates each year who go on to impressive success in their select fields. Our partnership began just over eight years ago when an instructor at Notre Dame de Namur University (NDNU) noticed the distance that many students were traveling to take evening courses and decided to take steps to bring these classes closer to the students. She visited several community colleges with her vision of accessibility and found interest in such a partnership through the Transfer Center at Mission College. Mission and NDNU are located but 21 miles apart, but that distance can feel much longer when too-frequent traffic problems challenge transportation; the partnership thus created access that did not exist before. Partners","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"67 1","pages":"37 - 41"},"PeriodicalIF":1.2,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2019.1627169","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48720601","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Branch Effect: Understanding Multi-Campus Enrollment and Student Success","authors":"S. Jacquemin, Christine R. Junker, J. Doll","doi":"10.1080/07377363.2019.1642690","DOIUrl":"https://doi.org/10.1080/07377363.2019.1642690","url":null,"abstract":"Abstract Higher education research pertaining to student descriptions and successes has classically been directed toward traditional four- and two-year institutions while those institutions referred to as “branch” campuses have been largely ignored. Our research used a cohort methodology to track a single group of students for six years to compare a branch to main campus of a large (>15,000 students) Midwestern university relative to demographic, academic, socioeconomic, and institutional variables. Overall, the branch campus was characterized by older students, a lower percentage of minorities, similar ratio of male to female, lower average high school GPA, a higher percentage of first-generation students, and a higher percentage of Pell-eligible students when compared with the main campus. Interestingly, both graduation rate as well as time to graduation of branch students was found to be less than main campus students—independent of all other factors in general linear modeling analysis that indicted both a 7% reduction in graduation probability but almost a one-year reduction in time to graduation tied to 100% enrollment at the branch campus. Variations observed in the effect of campus enrollment suggest additional work be conducted on this portion of the public higher education sector to better understand these relationships on a broader scale.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"67 1","pages":"1 - 12"},"PeriodicalIF":1.2,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2019.1642690","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43339851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Power of Playing Nice: Team Member Exchange in an Academic Setting","authors":"Kimberly A. Rutigliano","doi":"10.1080/07377363.2019.1642687","DOIUrl":"https://doi.org/10.1080/07377363.2019.1642687","url":null,"abstract":"Universities are complicated organizations with varying institutional missions and priorities, centralized and decentralized operations, divisions of employee type (staff versus faculty versus contingent employee), and competing affiliations between the institution and the academic or professional discipline on a national, or international, scale. While many in our industry will argue against the corporatization of the academe, and understandably so, I believe it is useful to draw comparative parallels between the research on business culture and organizational behavior to relationships that exist within the academic enterprise. In order to do this, I choose to adopt the position that despite the unique purpose of the academic mission, overall universities function like corporate businesses. Parker (2012) found that “despite regional and national differences, both public and private universities are found to exhibit a global trend towards operating as predominantly market funded commercial organizations” (p. 247). Universities may employ thousands of people in hundreds of internal departments or suborganizations. Like large multilevel corporations, people work in cross-functional teams and collaborate with other departments or divisions. Resources, in terms of human capital, revenue, and information, flow throughout the organization in accordance with systemic constraints as well as the culture of the organization and its subunits. Drawing upon organizational behavior research, team member exchange (TMX) offers one framework to apply the impact of resource flow on relationships in a business setting. TMX research evidences the power of workplace relationships to influence positive business outcomes. Where employees score high on indicators of TMX, researchers found this to be an indicator of highquality working relationships, correlated with improved employee performance ratings and increased measures of job performance, satisfaction, and organizational commitment (Banks et al., 2014; Liden, Wayne, & Sparrowe, 2000). Teams scoring high on the TMX instrument engage in more cooperative communication within the group, which reinforces a sense of group cohesion, both of which impact effective work group performance (Abu Bakar & Sheer, 2013). I found limited references to TMX in the education literature or included in research applied in an academic context, but still propose it can be usefully applied. Three recent studies indicated the promise of bringing this construct into the field because, as Lucas, Voss, and Krumwiede say, “students’ experience with their educational institution may help or hinder their classroom performance, for the same reasons for which employees’ experience with their organizations on this measure affect their motivation and sense of trust in their leadership” (2015, p. 97). Lucas and colleagues’ work created a selfreport tool for students to respond to TMX statements as well as other measures of communication and exchange ","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"67 1","pages":"42 - 47"},"PeriodicalIF":1.2,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2019.1642687","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45024678","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Student Perspectives of Academic Advisors and Leader Development at the Graduate Level","authors":"Richard A. McConnell","doi":"10.1080/07377363.2018.1525519","DOIUrl":"https://doi.org/10.1080/07377363.2018.1525519","url":null,"abstract":"Abstract Graduate-level academic advisors play an important role in setting the conditions for effective student learning. The advisor role may include more than administrative characteristics. The advisor role may include leader development features setting the conditions for lifelong learning affecting student leadership, scholarship, and practice. The purpose of this study was to obtain student descriptions of the graduate-level academic advisors at the United States Army Command and General Staff College (CGSC) known as Staff Group Advisors (SGAs) who combine academic advisement with leader development coaching. The methodology for this research was an institutional microethnography. Data collection through questionnaires and semi-structured interviews provided themes describing the SGA role. Analyses of the findings suggested that the SGA role at CGSC possessed a dichotomous definition among students contributing to role confusion. The two definitions were leader developer/educator, which reflects the mission of the institution, and homeroom teacher/administrator, which does not. This research possesses the potential to contribute to the growing body of knowledge regarding graduate-level academic advising and leader development in an academic setting, because it emphasizes tailored advisor approaches to the unique needs of the student.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"66 1","pages":"146 - 157"},"PeriodicalIF":1.2,"publicationDate":"2018-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2018.1525519","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45088280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching Qualitative Inquiry: Experiential Andragogy in Military Faculty Development Programs","authors":"David T. Culkin","doi":"10.1080/07377363.2018.1525516","DOIUrl":"https://doi.org/10.1080/07377363.2018.1525516","url":null,"abstract":"Abstract The purpose of this instrumental case study was to understand how experienced adult educators practice and identify with experiential andragogy for qualitative research methodology in nonformal faculty development programs hosted by an institution of higher education that administers professional military education (PME) programs. Emergent themes included the significance of learning environments, collective value of sharing research experiences across the faculty, and the implications of lifelong learning as an organizing principle in an institution of higher education.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"66 1","pages":"176 - 187"},"PeriodicalIF":1.2,"publicationDate":"2018-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2018.1525516","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43720583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}